Canadian and Australian First Nations: Decolonising knowledge
This article explores Indigenous standpoint theory in Australia in the context of postcolonialism and some of its aspects influencing Canadian First Nations scholarship. I look at how cultural metanarratives are ideologically informed and act to lock out of scholarship other ways of knowing, being a...
Published in: | International Journal of Critical Indigenous Studies |
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Format: | Article in Journal/Newspaper |
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Queensland University of Technology
2018
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Online Access: | http://hdl.handle.net/1959.3/444878 https://doi.org/10.5204/ijcis.v11i1.557 |
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ftswinburne:tle:a288f986-8432-4181-a838-fffb2278b530:28f49f06-0da8-44be-9edc-ad1dd0a9c582:1 2023-05-15T16:15:16+02:00 Canadian and Australian First Nations: Decolonising knowledge Arnold, Josie Swinburne University of Technology 2018 http://hdl.handle.net/1959.3/444878 https://doi.org/10.5204/ijcis.v11i1.557 unknown Queensland University of Technology http://hdl.handle.net/1959.3/444878 https://doi.org/10.5204/ijcis.v11i1.557 Copyright © 2018 International Journal of Critical Indigenous Studies. International Journal of Critical Indigenous Studies, Vol. 11, no. 1 (Aug 2018), pp. 3-20 Journal article 2018 ftswinburne https://doi.org/10.5204/ijcis.v11i1.557 2021-01-25T23:33:20Z This article explores Indigenous standpoint theory in Australia in the context of postcolonialism and some of its aspects influencing Canadian First Nations scholarship. I look at how cultural metanarratives are ideologically informed and act to lock out of scholarship other ways of knowing, being and doing. I argue that they influence knowledge and education so as to ratify Eurowestern dominant knowledge constructs. I develop insights into redressing this imbalance through advocating two-way learning processes for border crossing between Indigenous axiologies, ontologies and epistemologies, and dominant Western ones. In doing so, I note that decolonisation of knowledge sits alongside decolonisation itself but has been a very slow process in the academy. I also note that this does not mean that decolonisation of knowledge is always necessarily an oppositional process in scholarship, proposing that practice-led research (PLR) provides one model for credentialling Indigenous practitioner-knowledge within scholarship. The article reiterates the position of alienation in their own lands that such colonisation implements again and in an influential and ongoing way. The article further proposes that a PhD by artefact and exegesis based on PLR is potentially an inclusive model for First Nations People to enter into non-traditional research within the academy. Article in Journal/Newspaper First Nations Swinburne University of Technology: Swinburne Research Bank International Journal of Critical Indigenous Studies 3 20 |
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Swinburne University of Technology: Swinburne Research Bank |
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description |
This article explores Indigenous standpoint theory in Australia in the context of postcolonialism and some of its aspects influencing Canadian First Nations scholarship. I look at how cultural metanarratives are ideologically informed and act to lock out of scholarship other ways of knowing, being and doing. I argue that they influence knowledge and education so as to ratify Eurowestern dominant knowledge constructs. I develop insights into redressing this imbalance through advocating two-way learning processes for border crossing between Indigenous axiologies, ontologies and epistemologies, and dominant Western ones. In doing so, I note that decolonisation of knowledge sits alongside decolonisation itself but has been a very slow process in the academy. I also note that this does not mean that decolonisation of knowledge is always necessarily an oppositional process in scholarship, proposing that practice-led research (PLR) provides one model for credentialling Indigenous practitioner-knowledge within scholarship. The article reiterates the position of alienation in their own lands that such colonisation implements again and in an influential and ongoing way. The article further proposes that a PhD by artefact and exegesis based on PLR is potentially an inclusive model for First Nations People to enter into non-traditional research within the academy. |
author2 |
Swinburne University of Technology |
format |
Article in Journal/Newspaper |
author |
Arnold, Josie |
spellingShingle |
Arnold, Josie Canadian and Australian First Nations: Decolonising knowledge |
author_facet |
Arnold, Josie |
author_sort |
Arnold, Josie |
title |
Canadian and Australian First Nations: Decolonising knowledge |
title_short |
Canadian and Australian First Nations: Decolonising knowledge |
title_full |
Canadian and Australian First Nations: Decolonising knowledge |
title_fullStr |
Canadian and Australian First Nations: Decolonising knowledge |
title_full_unstemmed |
Canadian and Australian First Nations: Decolonising knowledge |
title_sort |
canadian and australian first nations: decolonising knowledge |
publisher |
Queensland University of Technology |
publishDate |
2018 |
url |
http://hdl.handle.net/1959.3/444878 https://doi.org/10.5204/ijcis.v11i1.557 |
genre |
First Nations |
genre_facet |
First Nations |
op_source |
International Journal of Critical Indigenous Studies, Vol. 11, no. 1 (Aug 2018), pp. 3-20 |
op_relation |
http://hdl.handle.net/1959.3/444878 https://doi.org/10.5204/ijcis.v11i1.557 |
op_rights |
Copyright © 2018 International Journal of Critical Indigenous Studies. |
op_doi |
https://doi.org/10.5204/ijcis.v11i1.557 |
container_title |
International Journal of Critical Indigenous Studies |
container_start_page |
3 |
op_container_end_page |
20 |
_version_ |
1766000986312146944 |